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Emotion recognition and regulation are necessary skills for social interaction. Disrupted development of these processes severely interferes with socio-emotional development. These difficulties are commonly reported in patients with Autistic Spectrum Disorder (ASD) or Conduct Disorder (CD), with the subsequent social/interpersonal difficulties. The available evidence suggest that impaired emotion regulation processes might underlie the aggressive behaviours frequently observed in both disorders. However, no study has yet investigated the presence of disorder-specific characteristics on emotion processing between these two disorders. Different impaired emotion recognition difficulties may underlie the reported emotion dysregulation. A practical implication of this is that given that both disorders have shown difficulties during emotion recognition processes, a short, computer-based intervention to improve emotion recognition might benefit both cases, even though their aetiologies might differ.
For ASD patients, studies training facial emotion recognition have focused on increasing the active attention to the eye region, re-directing attention to facial features to facilitate facial emotion recognition. Evidence shows positive results using computer-based emotion recognition training programs with young children and adolescents with ASD. It has also been recently suggested that emotion recognition training may be a suitable intervention for patients with CD. This would be supported by some preliminary evidence in patients with severe behavioural problems, young offenders and patients with CD + CU Traits. The overall goal of this project is to investigate the compared impact of an emotion recognition training in patients with ASD or CD. This goal can be subdivided into three separate subgoals: a) identify whether the training program is effective; b) identify whether the training program has differentiated or comparable effects between both patients groups and c) investigate individual characteristics that may help identify those individuals who would benefit most from the intervention. This information is crucial to inform the design of more efficient treatments to differentially address the specific deficits associated to the disorders.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Emotion recognition training | Other | All participants have to complete the online emotion recognition training E.V.A. as well as the pre- and post training tasks: GERT and social decision making task. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Emotionen Verstehen und Ausdrücken (E.V.A.) | Behavioral | The online training is focused on the strengthening of socioemotional competences and consists of different training tasks (up to 3 million) presented to the participant as mini games. These training tasks are specifically designed according to empirical findings to match the socio-emotional recognition needs of people with ASD. During these games, an adapted Elo-Algorithm allows to automatically evaluate the participants' performance and adapts the difficulty levels throughout the users' progress in the training. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in performance accuracy in Geneva Emotion Recognition Test (GERT) | Percentage of accuracy to stimuli showing facial emotions | Change in performance before and after the emotion recognition training, after 1 month (pre/post measure) |
| Change in performance response times in Geneva Emotion Recognition Test (GERT) | Response times to stimuli showing facial emotions | Change in performance before and after the emotion recognition training, after 1 month (pre/post measure) |
| Change in performance reaction times in Social decision-making task | Reaction times for each of the facial emotions shown | Change in Performance before and after the emotion recognition training, after 1 month (pre/post measure) |
| Change in choices in Social decision-making task | The proportion of choices that maximise their self-gain for each of the facial emotions shown | Change in choices before and after the emotion recognition training, after 1 month (pre/post measure) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Christina Stadler, Professor | Contact | +41 61 325 51 11 | Christina.stadler@upk.ch | |
| Ana Cubillo, PhD | Contact | +41 61 325 80 33 | Ana.cubillo@upk.ch |
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| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 26340451 | Background | Ahmed SP, Bittencourt-Hewitt A, Sebastian CL. Neurocognitive bases of emotion regulation development in adolescence. Dev Cogn Neurosci. 2015 Oct;15:11-25. doi: 10.1016/j.dcn.2015.07.006. Epub 2015 Jul 29. | |
| 18354399 | Background | Blakemore SJ. The social brain in adolescence. Nat Rev Neurosci. 2008 Apr;9(4):267-77. doi: 10.1038/nrn2353. |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D019955 | Conduct Disorder |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
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Participants will receive six sessions (duration approx. 1h/session) of the software-based training program "Emotionen Verstehen und Ausdrücken" (EVA; Moebert & Lucke, 2019). Sessions will be administered 2-3 times/week depending on the participants' time availability. In order to objectively identify the potential benefit of the training for each participant, they will perform two separate tasks before and after the emotion recognition training, the Geneva Emotion Recognition test (GERT; Schlegel, Grandjean,& Scherer, 2014) and a social decision-making task. A comparison of their performance pre- and post-training is taken as an indicator of improvement in emotion recognition skills.
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| 20167473 | Background | Somerville LH, Casey BJ. Developmental neurobiology of cognitive control and motivational systems. Curr Opin Neurobiol. 2010 Apr;20(2):236-41. doi: 10.1016/j.conb.2010.01.006. Epub 2010 Feb 16. |
| 24150885 | Background | Tanaka JW, Sung A. The "Eye Avoidance" Hypothesis of Autism Face Processing. J Autism Dev Disord. 2016 May;46(5):1538-52. doi: 10.1007/s10803-013-1976-7. |
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| Background | Kouo JL, Egel AL. The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder. Rev J Autism Dev Disord. 2016 Sep;3(3):254-65. |
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| Background | Hunnikin LM, van Goozen SHM. How can we use knowledge about the neurobiology of emotion recognition in practice? Journal of Criminal Justice. 2019 Nov;65:101537. |
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| 22703720 | Background | Dadds MR, Cauchi AJ, Wimalaweera S, Hawes DJ, Brennan J. Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood. Psychiatry Res. 2012 Oct 30;199(3):201-7. doi: 10.1016/j.psychres.2012.04.033. Epub 2012 Jun 15. |
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| 24295238 | Background | Schlegel K, Grandjean D, Scherer KR. Introducing the Geneva emotion recognition test: an example of Rasch-based test development. Psychol Assess. 2014 Jun;26(2):666-72. doi: 10.1037/a0035246. Epub 2013 Dec 2. |